Professional Learning and Social Justice Leadership: A Welsh Perspective

• In Event: 60.017 - Social Justice Matters in School Leadership and Management: Research-Based Illustrations From the United Kingdom

Abstract

Objectives or purposes: This paper analyses the ways in which school leaders in Wales define, create and implement school processes which embody the principles of social justice. It will focus on the ways in which national education policy articulates and addresses the principles of social justice. For example, in Wales, the ‘Narrowing the Poverty Gap’ is one of the three priorities for educational policy alongside improving Literacy and Numeracy. The paper will critically analyse the implementation gap between the articulation of national policy and the enactment of practice by school leaders and classroom practitioners. It will argue that there is a failure of policy makers at all levels to impact at the school level.

Perspective(s) or theoretical framework: Economic, social and cultural differences in Wales are significant for a UK country in which there are areas of considerable poverty. In the South Wales valleys region for example, one in four persons under the age of 20 years live in poverty and 20% of pupils in compulsory education there are eligible for free school meals (OECD, 2014; Welsh Government, 2013). Gender differences in pupil performance are significant and Wales has consistently performed less well than any of the other jurisdictions in the UK. Issues relating to social justice underpin policy decisions at national level and should thus be visible as operational actions at the school level. However, there is a danger of ‘lip service’ being paid to the articulation of social justice principles in that clearly defined national policy statements may not be enacted at practitioner level.

Methods, techniques, or modes of inquiry: The research is being undertaken in two phases: A review of literature and data analysis of inequities in performance (as defined by published test scores) set alongside indicators of social justice such as poverty, language and gender; interviews with school principals to explore how they interpret social justice in school leadership and how they overcome barriers to implementing strategies.

Data sources, evidence, objects, materials or the equivalent for theoretical or methodological papers/presentations: The paper will use available data to identify the key equity issues that exist for schools in Wales. Data sources include published data on pupil characteristics and performance at national, regional and school levels. These data will be considered alongside a critical examination of policy interventions at national and regional levels. Data from interviews with school leaders are used to analyse how policies are enacted within schools.

Results and/or substantiated conclusions or warrants for arguments/point of view: The analysis will be been undertaken within an analytic frame that includes: social and cultural characteristics of the school; school leader background and values; school context; and the socio-political discourse. The interaction between school leadership and contextual factors will be analysed and the implications for supporting future leaders in enabling social justice principles to be enacted will be proposed.

Scientific or scholarly significance of the study or work: The study will contribute to understandings of the problematic nature of school leadership for social justice, the factors that aid and inhibit the implementation of national policies at institutional level, the practice and professional learning of school leaders.

Author

• Ken Jones, Professional Development in Education